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| Classification number | L11 |
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| 245 04 - TITLE STATEMENT | |
| Title | The Elementary school journal. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication, distribution, etc | [Chicago, Ill. : |
| Name of publisher, distributor, etc | University of Chicago Press] |
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| Extent | vol. |
| 310 ## - CURRENT PUBLICATION FREQUENCY | |
| Current publication frequency | Quarterly |
| 501 ## - WITH NOTE | |
| With note | CONTENTS 1. Volume 110 Number 2 December 2009 Call for papers Editorial Statement Joanne F. Carlisle Elizabeth A. Davis Edward A. Silver Predicting School Adjustment in Early Elementary School: Impact of Teacher-Child Relationship Quality and Relational Classroom Climate Evelien Buyse Karine Verschueren Pieter Verachtert Jan Van Damme Early Adjustment, Gender Differences, and Classroom Organizational Climate in First Grade Claire Cameron Ponitz Sara E. Rimm-Kaufman Laura L. Brock Lori Nathanson Peer Victimization in Dutch School Classes of Four- to Five-Year-Olds: Contributing Factors at the School Level Marielle Bonnet Frits A. Goossens Agnes M. Willemen Carlo Schuengel The Synergy of Class Size Reduction and Classroom Quality Elizabeth Graue Erica Rauscher Melissa Sherfinski Pivoting a Prekindergarten Program Off the Child or the Standard? A Case Study of Integrating the Practices of Early Childhood Education into Elementary School Christopher Pierce Brown Sources of Self-Efficacy: Four Professional Development Formats and Their Relationship to Self-Efficacy and Implementation of a New Teaching Strategy Megan Tschannen-Moran Peggy McMaaster Contributors 2. Volume 110 Number 1 September 2009 Direct Vocabulary Instruction in Kindergarten: Teaching for Breadth verses Depth Michael D. Coyne D. Betsy McCoach Susan Loftus Richard Zipoli Jr. Sharon Kapp The Evaluation of Principals: What and How Do States and Urban Districts Assess Leadership? Ellen Goldring Xiu Chen Cravens Joseph Murphy Andrew C. Porter Stephen N. Elliott Becca Carson Child Characteristics, Home Social-Contextual Factors, and Children’s Academic Peer Interaction Behaviors in Kindergarten Carin Neitzel Classroom Management-a Pathway to Student Achievement: A Study of Fourteen Inner-City Elementary Schools H. Jerome Freiberg Chris A. Huzinec Stacey M. Templeton Teacher-Parent Relationships and School Involvement among Racially and Educationally Diverse Parents of Kindergartners Sekile Nzinga-Johnson Jean A. Baker Jana Aupperlee Effects of Teachers on Minority and Disadvantaged Students’ Achievement in the Early Grades Spyros Konstantopoulos Contributors 3. Volume 109 Number 5 May 2009 Introduction: Building Knowledge Bases and Improving Systems of Practice Anne K. Morris James Hiebert Thoughts on Creating, Accumulating, and Utilizing Shareable Knowledge to Improve Teaching James W. Stigler Belinda J. Thompson Combining the Development of Practice and the Practice of Development in Teacher Education Deborah Loewenberg Ball Laurie Sleep Timothy A. Boerst Hyman Bass Building a Knowledge Base for Teacher Education: An Experience In K-8 Mathematics Teacher Preparation James Hiebert Anne K. Morris Instructional Activities as a Tool for Teachers’ and Teacher Educators’ Learning Magdalene Lampert Filippo Graziani Design Research as a Means for Building a Knowledge Base for Teachers and Teaching in Mathematics Education Koeno Gravemeijer Dolly van Eerde 4. Volume 109 Number 4 March 2009 Profiles of Educational Quality in First Grade Megan W. Stuhlman Robert C. Pianta The Role of Inflectional Morphology in Canadian Children’s Word Reading and Spelling Che Kan Leong Learning Academic Language through Science in Two Linguistically Diverse Kindergarten Classes Pamela Spycher Classifying Academically At-Risk First Graders into Engagement Types: Association with Long-Term Achievement Trajectories Wen Luo Jan N. Hughes Jeffrey Liew Oiman Kwok The Effect Of Teacher Psychological and School Organizational and Leadership Factors on Teachers’ Professional Learning in Dutch Schools Femke P. Geijsel Peter J. C. Sleegers Reinoud D. Stoel Meta L. Kruger Contributors 5. Volume 109 Number 3 January 2009 Instruction, Student Engagement, and Reading Skill Growth in Reading First Classrooms Carol McDonald Connor Lara J. Jakobsons Elizabeth C. Crowe Jane Granger Meadows Who Is Retained in First Grade? A Psychosocial Perspective Victor L. Willson Jan N. Hughes The Relation of Classroom Environment and School Belonging to Academic Self-Efficacy among Urban Fourth- and Fifth-Grade Students Susan D. McMahan Jamie Wernsman Dale S. Rose The Relation of Elementary Teachers’ Experience, Stress, and Coping Resources to Burnout Symptoms Christopher J. McCarthy Richard G. Lambert Megan O’Donnell Lauren T. Melendres Interpersonal Competence Configurations in Rural Appalachian Fifth Graders: Academic Achievement and Associated Adjustment Factors Thomas W. Farmer Matthew J. Irvin Adrienne N. Sgammato Kimberly Dadisman Jana H. Thompson Contributors 6. Volume 109 Number November 2008 Introduction: Science Curriculum Materials That Support Student Learning: New Research That Addresses Continuing Challenges Ronald W. Marx Using National Standards to Improve K-8 Science Curriculum Materials Jo Ellen Roseman Mary Koppal Science Curriculum and Student Diversity: A Framework for Equitable Learning Opportunities Okhee Lee Cory Buxton Narrowing the Gulf between the Practices of Science and the Elementary School Science Classroom Kathleen E. Metz Reading in Science: Developing High-Quality Student Text and Supporting Effective Teacher Enactment LeeAnn M. Sutherland Designing Effective Visualizations for Elementary School Science Yael Kali Marcia C. Linn The IQWST Experience: Using Coherence as A Design Principle for a Middle School Science Curriculum Yael Shwartz Ayelet Weizman David Fortus Brian Reiser Contributors 7. Volume 109 Number 1 September 2008 Technology Infusion in Success foe All: Reading Outcomes for First Graders Bette Chambers Robert E. Slavin Nancy A. Madden Philip C. Abrami Bradley J. Tucker Alan Cheung Richard Gifford Children’s and Teachers’ Perceptions of Learner-Centered Practices, and Student Motivation: Implications for Early Schooling Barbara L. McCombs Denise H. Daniels Kathryn E. Perry Principals’ Role and Public Primary Schools’ Effectiveness in Four Latin American Cities Joan B. Anderson Engaging Instruction in Middle School Classrooms: An Observational Study of Nine Teachers Lisa M. Raphael Michael Pressley Lindsey Mohan Validation of Scores on the Homework Management Scale Foe Middle School Students Jianzhong Xu Contributors 8. Volume 108 Number 5 May 2008 Editorial Statement Thomas L. Good Introduction: Elementary School Counseling-Interventions and Programs Chris Wood James L. Moore 3 The Role of Elementary School Counselors in Reducing School Bullying Sheri Bauman Identification and Reporting of Child Sexual Abuse: The Role of Elementary School Professionals Lisa Hinkelman Michelle Bruno Influences on Young Gifted African Americans’ School Success: Implications for Elementary School Counselors Malik S. Henfield Delila Owens James L. Moore 3 9. Volume 108 Number 4 March 2008 Do Small Classes Reduce the Achievement Gap between Low and High Achievers? Evidence from Project STAR Spyros Konstantopoulos Classroom Climate, Rigorous Instruction and Curriculum, and Students’ Interactions in Urban Middle Schools Lindsay Clare Matsumura Sharon Cadman Slater Amy Crosson The Relation of Self-Determination and Achievement Goals to Taiwanese Eighth Graders’ Behavioral and Emotional Engagement in Schoolwork Shu-Shen Shih Italian Elementary and Middle School Students’ Blaming the Victim Of Bullying and Perception of School Moral Atmosphere Gianluca Gini Contributors 10. Volume 108 Number 3 January 2008 Guest Editorial Statement Lawrence F. Locke Kim C. Graber The Landscape of Elementary School Physical Education Kim C. Garber Lawrence F. Locke Dolly Lambdin Melinda A. Solmon The Increasing Utility of Elementary School Physical Education: A Mixed Blessing and Unique Challenge R. Scott Kretchmar Physical Activity, Public Health, and Elementary Schools Thomas L. McKenaie David Kahan Principles of Motor Development for Elementary School Physical Education Katherine Thomas Thomas Jerry R. Thomas Physical Education in Early Childhood Steve Stork Stephen W. Sanders Research on Effective Teaching in Elementary School Physical Education Judith E. Rink Tina J. Hall Models for Curriculum and Pedagogy in Elementary School Physical Education Pamela Hodges Kulinna 11. Volume 108 Number 2 November 2007 Typical Classroom Experiences in First Grade: The role of Classroom Climate and Functional Risk in the Development of Social Competencies H. Kent Wilson Robert C. Pianta Megan Stuhlman A Comparison of Three Methods of Vocabulary Instruction during Read-Alouds in Kindergarten Rebecca Silverman Mathematics Growth in Early Elementary School: The Roles of Beginning Knowledge, Student Engagement, and Instruction Katerina Bodovski George Farkas Teachers’ Responses to Student Mistakes in Chinses and U.S. Mathematics Classrooms Meg Schleppenbach Lucia M. Flevares Linda M. Sims Michelle Perry Contributors 12. Volume 108 Number 1 September 2007 Editorial Statement Thomas L. Good Using Planned Enrichment Strategies with Direct Instruction To Improve Reading Fluency, Comprehension, and Attitude toward Reading: An Evidence-Based Study Sally M. Resi D. Betsy McCoach Michael Coyne Fredric J. Schreiber Rebecca D. Eckert E. Jean Gubbins Fourth- and Fifth-Grade Teachers’ Awareness of Their Classrooms’ Social Networks Ruth Peral Man-Chi Leung Richard Van Acker Thomas W. Farmer Philip c. Rodkin Multiple Perspectives on the Development of an Eight-Grade Mathematical Discourse Community Edith Prentice Mendez Miriam Gamoran Sherin David A. Louis Elementary Teachers’ Application of Jean Piaget’s Theories of Cognitive Development during Social Studies Curriculum Debates in Arizona Elizabeth R. Hinde Nancy Perry Contributors 13. Volume 107 Number 5 May 2007 The Ecology of Early Reading Development for Children in Poverty Kirsten Kainz Lynne Vernon-Feagans Are Fluency Measures Accurate Predictors of Reading Achievement? Stephen G. Schilling Joanne F. Carlisle Sarah E. Scott Ji Zeng Teaching and Learning Argumentation Alina Reznitskaya Richard C. Anderson Li-Jen Kuo The Role of Motivational Characteristics in Taiwanese Sixth Graders’ Avoidance of Help Seeking in the Classroom Shu-Shen Shih Contributors Acknowledgement Index to Volume 107 14. Volume 107 Number 4 March 2007 The Short-Term Effect of Grade Retention on Peer Relations and Academic Performance of At-Risk First Graders Katie Aa. Gleason Oi-man Kwok Jan N. Hughes Teacher Characteristics, Classroom Instruction, and Student Literacy and Language Outcomes in Bilingual Kindergartners Paul T. Cirino Sharolyn D. Pollard-Durodola Coleen D. Carlson David J. Francis Vocabulary Development of English-Language and English-Only Learners in Kindergarten Rebecca Deffes Silverman After-School Program Engagement: Links To CHILD Competence and Program Quality and Content Joseph L. Mahoney Maria E. Parente Heather Lord Contributors 15. Volume 107 Number 3 January 2007 Increasing Young Low-Income Children’s Oral Vocabulary Repertories through Rich and Focused Instruction Isabel L. Beck Margart G. McKeown Preschool Predictors of the Need for Early Remedial and Special Education Services Emily A. Mann Kathleen McCartney Jennifer M. Park School Grade Span and Kindergarten Learning David T. Burkam Deborah L. Michaels Valarie E. Lee Students’ Perceptions of a Maryland State Performance Assessment Carol S. Parke Suzanne Lane Contributors 16. Volume 107 Number 2 November 2006 Introduction: Scientific Research on English Learners Russell Gersten A Longitudinal Study of Reading Development of Canadian Children from Diverse Linguistic Penny Chiappe Linda S. Siegel Effectiveness of an English Intervention for First-Grade English Language Learners at Risk for Reading Problems Sharon Vaughn Patricia Mathes Sylvia Linan-Thompson Paul Cirino Coleen Carlson Sharolyn Pollard-Durodola Elsa Cardenas-Hagan David Francis Is a Separate Block of Time for Oral English Language Development in Programs for English Learners Needed? William M. Saunders Barbara R. Foorman Coleen D. Carlson Teaching Practice and the Reading Growth of First-Grade English Learners: Validation of an Observation Instrument Scott K. Baker Russell Gersten Diane Haager Mary Dingle 17. Volume 107 Number 1 September 2006 Editorial Statement Thomas L. Good Reading Lessons and Federal Policy Making: An Overview and Introduction to the Special Issue Richard L. Allington The National Reading Panel’s Meta-Analysis of Phonics Instruction: Another Point Of View Donald D. Hammill H. Lee Swanson Meta-Analysis and Reading Policy: Perspectives on Teaching Children to Read Gregory Camilli Paula M. Wolfe Mary Lee Smith Qualitative Research on Text Comprehension and the Report of the National Reading Panel Janice F. Almasi Keli Garas-York Lynn Shanahan The Confluence of Two Policy Mandates: Core Reading Programs and Third-Grade Retention in Florida Anne McGill-Franzen Courtney Zmach Katie Solic Jacqueline Love Zeig Curriculum Materials for Elementary Readings: Shackles and Scaffolds for Four Beginning Teachers Sheila W. Valencia Nancy A. Place Susan D. Martin Pamela L. Grossman Sustaining Myths, Necessary Illusions, and National Literacy Policies: Some U.S. and U.K. Comparisons Colin Harrison Contributors 18. Volume 106 Number 5 May 2006 An Evaluation of Two Contrasting Approaches for Improving Reading Achievement in a Large Urban District Karl Skindrud Russell Gersten Seventh Graders’ Motivations for Participating in Two Discussion-Oriented Mathematics Classrooms Amanda Jansen Ten Australian Elementary Teachers’ Discourse and Reported Pedagogical Practices during Cooperative Learning Robyn M. Gillies Michael Boyle Special Section: No Child Left Behind Introduction Thomas L. Good No Child Left Behind Comes to Preschool Deborah Stipek No Child Left Behind and Science Education: Opportunities, Challenges, and Risks Ronald W. Marx Christopher J. Harris Student Motivational Dynamics in the Era of School Reform Mary McCaslin Contributors Acknowledgement Index to Volume 106 19. Volume 106 Number 4 March 2006 Teaching Third Grades about Real-Life Mathematical Problem Solving: A Randomized Controlled Study Lynn S. Fuchs Douglas Fuchs Robin Finelli Susan J. Courey Carol L. Hamlett Estelle M. Sones Susan K. Hope Comprehensive School Reform: An Observational Study of Teaching in Grades 3 through 5 Mary McCaslin Thomas L. Good Sharon Nichols Jizhi Zhang Caroline R. H. Wiley Amanda Rabidue Bozack Heidi Legg Burross Rena Cuizon-Garcia Challenges in the Implementation of Success for All in Four High-Need Urban Schools Janette Klingner Elizabeth Cramer Beth Harry Using Noncertified Tutors to Work with At-Risk Readers: An Evidence-Based Model Darrell Morris Variations in Reading Achievement among Spanish-Speaking Children in Different Language Programs: Explanations and Confounds Leslie Reese Claude Goldenberg William Saunders Contributors 20. Volume 106 Number 3 January 2006 Introduction: The Interpersonal Contexts of Teaching, Learning, and Motivation Jessica J. Summers Heather A. Davis Exploring the Contexts of Relationship Quality between Middle School Students and Teachers Heather A. Davis Teachers as Facilitators: What Autonomy-Supportive Teachers Do and Why Their Students Benefit Johnmarshall Reeve Mentoring Student Teachers to Support Self-Regulated Learning Nancy E. Perry Lynda Phiillips Lynda Hutchinson Teachers’ and Students’ Beliefs About Student Belonging in one Middle School Sharon L. Nichols Effects of Collaborative Learning in Math on Sixth Graders’ Individual Goal Orientations from a Sociconstructivist Perspective Jessica J. Summers Contributors 21. Volume 106 Number 2 November 2005 Introduction James Griffith Parental Involvement: Model Revision through Scale Development Joan M.T. Walker Andrew S. Wilkins James R. Dallaire Howard M. Sandler Kathleen V. Hoover-Dempsey Why Do Parents Become Involved? Research Findings and Implications Kathleen V. Hoover-Demsey Joan M. T. Walker Howard M. Sandler Darlene Whetsel Christa L. Green Andrew S. Wilkins Kristen Closson Families, Schools, and Summer Learning Geoffrey D. Borman James Benson Laura T. Overman A Case Study of the Partnership Schools Comprehensive School Reform (CSR) Model Joyce L. Epatein Testing a Structural Equation Model of Partnership Program Implementation and Parent Involvement Steven B. Sheldon Contributors 22. Volume 106 Number 1 September 2005 Editorial Statement Thomas L. Good Teacher Quality and Educational Equality: Do Teachers with Higher Standards-Based Evaluation Ratings Close Student Achievement Gaps? Geoffrey D. Borman Steven M. Kimball Explaining Girls’ Advantage in Kindergarten Literacy Learning: Do Classroom Behaviors Make a Difference? Douglas D. Ready Laura F. LoGerfo David T. Burkam Valerie E. Lee Taiwanese Sixth Graders’ Achievement Goals and Their Motivation, Strategy Use, and Grades: An Examination of the Multiple Goal Perceptive Shu-Shen Shih The Social Context of Middle School: Teachers, Friends, and Activities in Montessori and Traditional School Environments Kevin Rathunde Milahy Csikszentmihalyi Contributors 23. Volume 105 Number 5 May 2005 Comparing Four Literacy Reform Models in High-Poverty Schools: Patterns of First-Grade Achievement Terrence Tivnan Lowry Hemphill A Review of the National Reading Panel’s Studies on Fluency: The Role of Text Elfrieda H. Hiebert Charles W. Fisher Classroom and Family Effects on Children’s Social and Behavioral Problems Patrick Bennett Marta Elliott Danya Peters What Japanese and U.S. Teachers Think About When Constructing Mathematics Lessons: A Preliminary Investigation Clea Fernandez Joanna Cannon Contributors Acknowledgement Index to Volume 105 24. Volume 105 Number 4 March 2005 Effects of Developmentally Appropriate Practice on Children’s Development: A Review of Research and Discussion of Methodological and Analytic Issues M. Lee Van Horn Emilie O. Karlin Sharon L. Ramey Jerry Aldridge Scott W. Snyder Effects of Top-Down and Bottom-Up Elementary School Standards Reform in an Underperforming California District Bryce Mason DeWayne A. Mason Memo Mendez Gregg Helsen Russ Orwig The Contribution of Classroom Settling and Quality of Instruction to Children’s Behavior in Kindergarten Classrooms Sara E. Rimm-Kaufman Karen M. La Paro Jason T. Dower Robert C. Pianta Teachers’ Reports of the Effects of a Whole-School Literacy Reform Model on Teacher Turnover Catherine Simpson Bueker Contributors 25. Volume 105 Number 3 January 2005 State Reform Policies and the Task Textbooks Pose for First-Grade Readers Elfrieda H. Hiebert Teachers’ Preparation to Teach Reading and their Experiences and Practices in the First Three Years of Teaching James V. Hoffman Cathy Roller Beth Maloch Misty Sailors Gerald Duffy S. Natasha Beretvas National Commission on Excellence in Elementary Teacher Preparation for Reading Instruction Epistemological Beliefs, Mathematical Problem-Solving Beliefs, and Academic Performance of Middle School Students Marlene Schommer-Aikins Orpha K. Duell Rosetta Hutter A Day in Third Grade: A Large-Scale Study at Classroom Quality and Teacher and Student Behavior National Institute of Child Health and Human Development Early Child Care Research Network Contributors 26. Volume 105 Number 2 November 2004 Editorial Statement Thomas L. Good Introduction: The Context and Contributions of Research at the Center for the Improvement of Early Reading Achievement Joanne F. Carlisle Elfrieda H. Hiebert The Development of Literacy in Preschool and Primary Grades: Work by the Center for the Improvement of Early Reading Achievement Steven A. Stahl David B. Yaden, Jr Research on Learning to Read-at School, at Home, and in the Community Barbara M. Taylor P. David Pearson The Role of Text and Text-Raeder Interactions in Young Children’s Reading Development and Achievement Annemarie Sullivan Palincsar Nell K. Duke Volume 105 Number 1 September 2004 Editorial Statement Thomas L. Good Introduction: Measuring Instruction Deborah Loewenberg Ball Brain Rowan Developing Measures of Teachers’ Mathematics Knowledge for Teaching Heather C. Hill Stephen C. Schilling Deborah Loewenberg Ball Developing Measures of Content Knowledge for Teaching Reading Geoffrey Phelps Stephen Schilling Assessing the Validity of a Language Arts Instruction Log through Triangulation Eric Camburn Carol A. Barnes Using Teacher Logs to Measure the Enacted Curriculum: A Study of Literacy Teaching in Third-Grade Classrooms Brian Rowan Eric Camburn Richard Correnti Using Instructional Logs to Study Mathematics Curriculum and Teaching in the Early Grades Brian Rowan Delena M. Harrison Andrew Hayes Contributors 27. Volume 104 Number 5 May 2004 Contexts and Practices of Six Schools Successful in Obtaining Reading Achievement Jim Mosenthal Marjorie Lipson Susan Torncello Barbara Russ Jane Mekkelsen Comprehensive School Reform: An Implementation Study of Preschool Programs in Elementary Schools Laura Desimone Brandyn Payne Nicole Fedoravicius Christopher C. Henrich Matia Finn-Stevenson Transforming Knowledge into Professional Development Resources: Six Teachers Implement a Model of Teaching for Understanding Text Margaret G. McKeown Isabel L. Beck The Classroom Assessment Scoring System: Findings from the Prekindergarten Year Karen M. La Paro Robert C. Pianta Megan Stuhluman Contributors Acknowledgement Index to Volume 104 28. Volume 104 Number 4 March 2004 The First Days of Schools in the Classrooms of Two More Effectiveness Primary-Grades Teachers Catherine M. Bohn Alysia D. Roehrig Michael Pressley Effects of Two Tutoring Programs on the English Reading Development of Spanish-English Bilingual Students Carolyn A. Denton Jason L. Anthony Richard Parker Jan E. Hasabrouck Inclusive Teachers’ Attitudes toward Their Students with Disabilities: A Replication and Extension Bryan G. Cook Primary-Grade Teachers’ Self-Efficacy Beliefs, Attitudes toward Teaching Practice Priorities in Relation to the Responsive Classroom Approach Sara E. Rimm-Kaufman Brook E. Sawyer Contributors 29. Volume 104 Number 3 January 2004 Academic Resilience in Mathematics among Poor and Minority Students Geoffrey D. Borman Laura T. Overman Low-Income Parents’ Beliefs about Their Role in Children’s Academic Learning Kathryn V. Drummond Deborah Stipek Professional Development Standards and Practices in Elementary School Mathematics Heather C. Hill Effectiveness of Explicit and Constructive Mathematics Instruction for Low-Achieving Students in The Netherlands Evelyn H. Kroesbergen Johannes E. H. Van Luit Cora J. M. Maas Fourth Graders’ Motivation in an Elementary Physical Education Running Program Ping Xiang Ron E. McBride April Bruene Contributors 30. Volume 104 Number 2 November 2003 Kindergarten Predictors of First- and Second-Grade Reading Achievement Darrell Morris Janet Bloodgood Jan Perney Teaching Multiplication: An Analysis of Elementary School Mathematics Teachers’ Manuals from Japan and the United States Tad Watanabe Promoting a Collaborative Professional Culture in Three Elementary Schools That Have Beaten the Odds David Strahan Learning to Teach toward Standard-Based Writing Instruction: Experiences of Two Preservice Teachers and Two Mentors in an Urban, Multicultural Classroom Jian Wang Sandra L. Odell Contributors 31. Volume 104 Number 1 September 2003 Editorial Statement Thomas L. Good Reading Growth in High-Poverty Classrooms: The Influence of Teacher Practices That Encourage Cognitive Engagement in Literacy Learning Barbara M. Taylor P. David Pearson Debra S. Peterson Michael C. Rodriguez Schools as Organizational Models: Implications for Examining School Effectiveness James Griffith Restructuring Routine Parent-Teacher Conferences: The Family-School Conference Model Kathleen M. Minke Kellie J. Anderson Motivational Climates in Ten Teachers’ Elementary Physical Education Classes: An Achievement Goal Theory Approach Ping Xiang Ron E. McBride Melinda A. Solmon Contributors 32. Volume 103 Number 5 May 2003 Understandings, Beliefs, and Reported Decision Making of First-Year Teachers from Different Reading Teacher Preparation Programs Beth Maloch Amy Seely Flint Deborah Eldridge Janis Harmon Rachelle Loven Joyce C. Fine Mona Bryant-Shanklin Miriam Martinez A Comparison of Teacher-Directed versus Peer-Assisted Instruction to Struggling First-Grade Readers Patricia G. Mathes Joseph K. Torgesen Jeanine Clancy-Menchetti Kristi Santi Karen Nicholas Carol Robinson Marica Grek Guiding Three Middle School Students in Learning Written Academic Discourse Cynthia H. Brock Taffy E. Raphael Family Help and Homework Management Reported by Middle School Students Jianzhong Xu Lyn Corno Elementary School Leadership Strategies and Subject Matter: Reforming Mathematics and Literacy Instruction Patricia Burch James P. Spillane Contributors Acknowledgement Index to Volume 103 33. Volume 103 Number 4 March 2003 Introduction Mary McCaslin Promoting Self-Regulating Reading and Writing at Home and School Nancy E. Perry Carla J. Nordby Karen O. Vandekamp When Elementary School Students Are Harassed by Peers: A Self-Regulative Perspective on Help Seeking Richard S. Newman Teacher Discourse and Sixth Graders’ Reported Affect and Achievement Behaviors in Two High-Mastery/High-Performance Mathematics Classrooms Julianne C. Turner Debra K. Meyer Carol Midgley Helen Patrick Teachers as Sources of Middle School Students’ Motivational Identity: Variable-Centered and Person-Centered Analytic Approaches Tamera B. Murdock Angela Miller Engaged Participation versus Marginal Nonparticipation: A Stridently Sociocultural Approach to Achievement Motivation Daniel T. Hickey Contributors 34. Volume 103 Number January 2003 Effectiveness of Supplemental Reading Instruction for Second-Grade English Language Learners with Reading Difficulties Sylvia Linan-Thompaon Sharon Vaughn Peggy Hickman-Davis Kamiar Kouzekanani How Nine Third-Grade Teachers Motivate Student Academic Engagement Sara E. Dolezal Lindsey Mohan Welsh Michael Pressley Melissa M. Vincent Vocabulary Instruction throughout the Day in Twenty-Three Canadian Upper-Elementary Classrooms Judith Jamieson-Noel Marlene Asselin Curriculum Materials as a Professional Development Tool: How a Mathematics Textbook Affected Two Teachers’ Learning Rachel Collopy Contributors 35. Volume 103 Number 2 November 2002 Introduction Linda S. Levstik Learning and Teaching about Cultural Universals in Primary-Grade Social Studies Jere Brophy Janet Alleman Beyond Expanding Horizons: New Curriculum Directions for Elementary Social Studies Rahima Wade Fifth Graders Investigating History in the Classroom: Results from a Researcher-Practitioner Desidn Experiment Bruce A. VanSledright “Oh, That’s a Tricky Piece!”: Children, Mediated Action, and the Tools of Historical Time Keith C. Barton Artistic Representations in Three Fifth-Grade Social Studies Textbooks Barbara McKean How Eighth Graders in England and the United States View Historical Significance Elizabeth Anne Yeager Stuart J. Foster Jennifer Greer Contributors 36. Volume 103 Number September 2002 Editorial Statement Thomas L. Good Teacher Feedback, Writing Assignment Quality, and Third-Grade Students’ Revision in Lower-and Higher-Achieving Urban District Mark L. Fermanich A Synthesis of Empirical Research on Teaching Mathematics to Low-Achieving Students Scott Baker Russell Gersten Dae-Sik Lee Cooperative Learning in Elementary Classrooms: Teaching Practices and Lesson Characteristics Edmund T. Emmer Mary Claire Gerwels Contributors 37. Volume 102 Number 5 May 2002 A Multilevel Analysis of the Relation of School Learning and Social Environments to Minority Achievement in Public Elementary Schools James Griffith The Relation of Global First-Grade Classroom Environment to Structural Classroom Features and Teacher and Student Behaviors National Institute of Child Health and Human Development, Early Child Care Research Network Problems in Developing a Constructivist Approach to Teaching: One Teachers’ Transition from Teacher Preparation to Teaching Leslie Susan Cook Peter Smagorinsky Pamela G. Fry Bonnie Konopak Cynthia Moore Literacy Teaching and Learning in Two Kindergarten Classrooms in a School Labeled At-Risk Diane Barone Contributors Acknowledgement Index to Volume 102 38. Volume 102 Number 4 March 2002 School Improvement Plans in Elementary and Middle Schools on Probation Heinrich Mintrop Ann Merck MacLellan Parents’ Social Networks and Beliefs as Predictors of Parent Involvement Steven B. Sheldon School Personnel’s Perceptions of Effective Programs for Working with Mobile Students and Families Teresa A. Fisher Linda Matthews Mary E. Stafford Kathryn Nakagawa Katie Durante Sixth Graders’ Views of Activities That Do and Do Not Help Them Learn John G. Freeman Jean C. McPhail Julie A. Berndt Contributors 39. Volume 102 Number January 2002 How Introverts versus Extroverts Approach Small-Group Argumentative Discussions E. Michael Nussbaum An Aesthetic (Deweyan) Perspective on Science Learning: Case Studies of Three Fourth Graders Mark Girod David Wong The Relation of Kindergarten Classroom Environment to Teacher, Family, and School Characteristics and Child Outcomes Robert C. Pianta Karen M. La Paro Chris Payne Martha J. Cox Robert Bradley Canadian Students’ Perceptions of Teacher Characteristics That Support or Inhibit Help Seeking Lucy Le Mare Elahe Shbat Six Expert and Student Teachers’ Views and Implementation of Constructivist Teaching Using a Movement Approach to Physical Education Weiyun Chen Contributors 40. Volume 101 Number 5 May 2001 Enhancing Kindergartners’ Mathematical Development: Effects of Peer-Assisted Learning Strategies Lynn S. Fuchs Douglas Fuchs Kathy Karns Elementary and Middle School Students’ Perceptions of Violence-Prone School Subcontexts Ron Avi Astor Heather Ann Meyer Ronald O. Pitner Effects of Reform-Based Mathematics Instruction on Low Achievers in Five Third-Grade Classrooms Juliet A. Baxter John Woodward Deborah Olson Teacher Management of the Learning Environment during a Social Studies Discussion in a New-Entrant Classroom in New Zealand Adrienne Alto-Lee Cathy Diggins Lena Klenner Elaine Vine Ngaio Dalton Second Graders’ Perceptions of What Is Important in Writing Raylene Kos Cheryl Maslowski Contributors Acknowledgement Index to Volume 101 41. Volume 101 Number 3 January 2001 Meta-Analyses in Learning Disabilities: Introduction to the Special Issue Russell Gersten Sharon Vaughn Teaching Expression Writing to Students with Learning Disabilities: A Meta-Analysis Russell Gersten Scott Baker Technology Applications for Students with Literacy Problems: A Critical Review Charles A. MacArthur Ralph P. Ferretti Cynthia M. Okolo Albert R. Cavalier School-Based Interventions to Enhance the Self-Concept of Students with Learning Disabilities: A Meta-Analysis Batya Elbaum Sharon Vaughn Research on Interventions for Adolescents with Learning Disabilities: A Meta-Analysis of Outcomes Related to Higher-Order Processing H. Lee Swanson Commentary: Four Meta-Analyses and Some General Observations Joanna P. Williams 42. Volume 101 Number 2 November 2000 Effectiveness Schools and Accomplished Teachers: Lessons about Primary-Grade Reading Instruction in Low-Income Schools Barbara M. Taylor P. David Pearson Kathleen Clark Sharon Walpole School Reform through a Highly Specified Curriculum: Implementation and Effects of the Core Knowledge Sequence Amanda Datnow Geoffrey Borman Sam Stringfield Pedagogies of Self in American and Japanese Early Childhood Education: A Critical Conceptual Analysis Daine M. Hoffman Process Writing in the Classrooms of Eleven Fifth-Grade Teachers with Different Orientations to Teaching and Learning Marjorie Y. Lipson James Mosenthal Patricia Daniels Haley Woodside-Jiron Identifying Reliable Generalizations for Spelling Words: The Importance of Multilevel Analysis Mary Abbott Contributors 43. Volume 101 Number 1 September 2000 Editorial Statement Thomas L. Good A Proposal for Improving Classrooms Teaching: Lessons from the TIMSS Video Study James Hiebert James W. Stigler A Meta-Analysis of Studies Examining the Effect of Whole Language Instruction on the Literacy of Low-SES Students William H. Jeynes Stephen W. Littell School Climate as Group Evaluation and Group Consensus: Student and Parent Perceptions of the Elementary School Environment James Griffith Kindergarten Teachers’ Reported Use of Kindergarten to First Grade Transition Practices Karen M. La Paro Robert Pianta Martha Coz Fourth, Sixth, and Eighth Graders’ Preferred Writing Topics and Identification of Gender Markers in Stories Shelly Peterson School District Parent Involvement Policies and Programs Susan L. Kessler-Sklar Amy J. L. Baker Contributors |
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| 2014-02-28 | Tain Campus | 2014-02-28 | 2014-02-28 | Periodicals | Reserved Collection | Vol 101, No 1 | Tain Campus | L11 | |||||
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| 2014-02-28 | Tain Campus | 2014-02-28 | 2014-02-28 | Periodicals | Reserved Collection | Vol 101, No 5 | Tain Campus | L11 | |||||
| 2014-02-28 | Tain Campus | 2014-02-28 | 2014-02-28 | Periodicals | Reserved Collection | Vol 101, No 3 | Tain Campus | L11 | |||||
| 2014-02-28 | Tain Campus | 2014-02-28 | 2014-02-28 | Periodicals | Reserved Collection | Vol 103, No 1 | Tain Campus | L11 | |||||
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| 2014-02-28 | Tain Campus | 2014-02-28 | 2014-02-28 | Periodicals | Reserved Collection | Vol 102, No 3 | Tain Campus | L11 | |||||
| 2014-02-28 | Tain Campus | 2014-02-28 | 2014-02-28 | Periodicals | Reserved Collection | Vol 103, No 2 | Tain Campus | L11 | |||||
| 2014-02-28 | Tain Campus | 2014-02-28 | 2014-02-28 | Periodicals | Reserved Collection | Vol 102, No 4 | Tain Campus | L11 | |||||
| 2014-02-28 | Tain Campus | 2014-02-28 | 2014-02-28 | Periodicals | Reserved Collection | Vol 103, No 3 | Tain Campus | L11 | |||||
| 2014-02-28 | Tain Campus | 2014-02-28 | 2014-02-28 | Periodicals | Reserved Collection | Vol 104, No 1 | Tain Campus | L11 | |||||
| 2014-02-28 | Tain Campus | 2014-02-28 | 2014-02-28 | Periodicals | Reserved Collection | Vol 103, No 5 | Tain Campus | L11 | |||||
| 2014-02-28 | Tain Campus | 2014-02-28 | 2014-02-28 | Periodicals | Reserved Collection | Vol 103, No 4 | Tain Campus | L11 | |||||
| 2014-02-28 | Tain Campus | 2014-02-28 | 2014-02-28 | Periodicals | Reserved Collection | Vol 104, No 2 | Tain Campus | L11 | |||||
| 2014-02-28 | Tain Campus | 2014-02-28 | 2014-02-28 | Periodicals | Reserved Collection | Vol 104, No 3 | Tain Campus | L11 | |||||
| 2014-02-28 | Tain Campus | 2014-02-28 | 2014-02-28 | Periodicals | Reserved Collection | Vol 104, No 5 | Tain Campus | L11 | |||||
| 2014-02-28 | Tain Campus | 2014-02-28 | 2014-02-28 | Periodicals | Reserved Collection | Vol 104, No 4 | Tain Campus | L11 | |||||
| 2014-02-28 | Tain Campus | 2014-02-28 | 2014-02-28 | Periodicals | Reserved Collection | Vol 105, No 1 | Tain Campus | L11 | |||||
| 2014-02-28 | Tain Campus | 2014-02-28 | 2014-02-28 | Periodicals | Reserved Collection | Vol 105, No 2 | Tain Campus | L11 | |||||
| 2014-02-28 | Tain Campus | 2014-02-28 | 2014-02-28 | Periodicals | Reserved Collection | Vol 105, No 3 | Tain Campus | L11 | |||||
| 2014-02-28 | Tain Campus | 2014-02-28 | 2014-02-28 | Periodicals | Reserved Collection | Vol 106, No 5 | Tain Campus | L11 | |||||
| 2014-02-28 | Tain Campus | 2014-02-28 | 2014-02-28 | Periodicals | Reserved Collection | Vol 106, No 4 | Tain Campus | L11 | |||||
| 2014-02-28 | Tain Campus | 2014-02-28 | 2014-02-28 | Periodicals | Reserved Collection | Vol 106, No 1 | Tain Campus | L11 | |||||
| 2014-02-28 | Tain Campus | 2014-02-28 | 2014-02-28 | Periodicals | Reserved Collection | Vol 105, No 5 | Tain Campus | L11 | |||||
| 2014-02-28 | Tain Campus | 2014-02-28 | 2014-02-28 | Periodicals | Reserved Collection | Vol 106, No 2 | Tain Campus | L11 | |||||
| 2014-02-28 | Tain Campus | 2014-02-28 | 2014-02-28 | Periodicals | Reserved Collection | Vol 105, No 4 | Tain Campus | L11 | |||||
| 2014-02-28 | Tain Campus | 2014-02-28 | 2014-02-28 | Periodicals | Reserved Collection | Vol 107, No 1 | Tain Campus | L11 | |||||
| 2014-02-28 | Tain Campus | 2014-02-28 | 2014-02-28 | Periodicals | Reserved Collection | Vol 106, No 3 | Tain Campus | L11 | |||||
| 2014-02-28 | Tain Campus | 2014-02-28 | 2014-02-28 | Periodicals | Reserved Collection | Vol 107, No 4 | Tain Campus | L11 | |||||
| 2014-02-28 | Tain Campus | 2014-02-28 | 2014-02-28 | Periodicals | Reserved Collection | Vol 107, No 5 | Tain Campus | L11 | |||||
| 2014-02-28 | Tain Campus | 2014-02-28 | 2014-02-28 | Periodicals | Reserved Collection | Vol 107, No 3 | Tain Campus | L11 | |||||
| 2014-02-28 | Tain Campus | 2014-02-28 | 2014-02-28 | Periodicals | Reserved Collection | Vol 107, No 2 | Tain Campus | L11 | |||||
| 2014-02-28 | Tain Campus | 2014-02-28 | 2014-02-28 | Periodicals | Reserved Collection | Vol 108, No 5 | Tain Campus | L11 | |||||
| 2014-02-28 | Tain Campus | 2014-02-28 | 2014-02-28 | Periodicals | Reserved Collection | Vol 108, No 2 | Tain Campus | L11 | |||||
| 2014-02-28 | Tain Campus | 2014-02-28 | 2014-02-28 | Periodicals | Reserved Collection | Vol 108, No 4 | Tain Campus | L11 | |||||
| 2014-02-28 | Tain Campus | 2014-02-28 | 2014-02-28 | Periodicals | Reserved Collection | Vol 108, No 3 | Tain Campus | L11 | |||||
| 2014-02-28 | Tain Campus | 2014-02-28 | 2014-02-28 | Periodicals | Reserved Collection | Vol 108, No 1 | Tain Campus | L11 | |||||
| 2014-02-28 | Tain Campus | 2014-02-28 | 2014-02-28 | Periodicals | Reserved Collection | Vol 109, No 2 | Tain Campus | L11 | |||||
| 2014-02-28 | Tain Campus | 2014-02-28 | 2014-02-28 | Periodicals | Reserved Collection | Vol 109, No 1 | Tain Campus | L11 | |||||
| 2014-02-28 | Tain Campus | 2014-02-28 | 2014-02-28 | Periodicals | Reserved Collection | Vol 109, No 5 | Tain Campus | L11 | |||||
| 2014-02-28 | Tain Campus | 2014-02-28 | 2014-02-28 | Periodicals | Reserved Collection | Vol 109, No 3 | Tain Campus | L11 | |||||
| 2014-02-28 | Tain Campus | 2014-02-28 | 2014-02-28 | Periodicals | Reserved Collection | Vol 109, No 4 | Tain Campus | L11 | |||||
| 2014-02-28 | Tain Campus | 2014-02-28 | 2014-02-28 | Periodicals | Reserved Collection | Vol 110, No 2 | Tain Campus | L11 | |||||
| 2014-02-28 | Tain Campus | 2014-02-28 | 2014-02-28 | Periodicals | Reserved Collection | Vol 110, No 1 | Tain Campus | L11 |